Open AccessMONITORING EDUCATIONAL ATTAINMENT IN KHERSON MARITIME EDUCATION INSTITUTIONS DURING THE 1970s AND THE 1990s OF THE 20th CENTURY
Author(s) -
Ірина Куценко
Publication year - 2019
Publication title -
naukovij vìsnik ìnstitutu profesìjno-tehnìčnoï osvìti napn ukraïni. profesìjna pedagogìka
Language(s) - English
Resource type - Journals
eISSN - 2617-1759
pISSN - 2223-5752
DOI - 10.32835/2223-5752.2019.18.210-214
Subject(s) - context (archaeology) , legislature , government (linguistics) , state (computer science) , politics , educational attainment , political science , higher education , public administration , public relations , law , geography , computer science , linguistics , philosophy , archaeology , algorithm
The article highlights the characteristics of monitoring students’ educational attainment in maritime education institutions during the reorganization of the Soviet system during the 1970s and the 1990s. It analyzes the orders, circulars, reports, protocols of meetings of methodical associations and pedagogical collections and other documents, whose content is related to educational activities of Kherson maritime educational institutions. The analysis of historical literature shows that Kherson maritime education institutions, as well as other educational institutions of that time, were dependent on education reforms and state policy. A significant part of the government’s orders, resolutions, instructions, decisions on the issues of monitoring education quality was presented by legislative, officially political and regulatory documents of state authorities and the management of the Soviet Union. It is specified that internal monitoring was conducted based on constant monitoring, which included assessing the implementation of written control tasks, oral answers, etc. As evidenced by the analysis of the protocols of Admiral Ushakov Shipbuilding College, the constant orders for raising educational attainment in educational institutions led to the fact that the process of monitoring educational activities of maritime students in this context was fictitious; all results of educational activities were characterized by student progress, which differed from the existing situation. However, such a policy on monitoring educational attainment of students reflected the constant reforms of the Soviet Union, which were aimed at fictitious increasing of student progress in all sectors of education.